• Create an instructor version of the workbook as well as a student version
• Restructure the exams

MAT 115

• All of the above
• Increase the depth of content by reducing the number of core topics. Topics were labeled as core, optional or review.
• Scaffold selected content throughout the curriculum.
• Based on the MAA recommendations, some topics will be introduced through real world problems followed by the development of necessary mathematics.
• Create module folders for each exam cycle with calendar, instructor guide, projects and other curriculum support for the module in each folder.

The content was divided into 5 modules and each module was assigned to 1 or 2 math faculty/instructors for development over the summer.

3. Communication process to create awareness of the corequisite model for faculty and staff, students, and administrators

“Communication processes and materials developed and implemented for use by your faculty and staff, students, and administrators. Were they effective in creating the awareness needed to support your corequisite program and coursework?”

In a fall 2017 faculty senate meeting which included many faculty, staff and the new University leadership, a brief explanation of the structure, importance and impact of the accelerated program was presented. The president verbally gave his support of the program. A follow up report was submitted to the President and the Provost.

During the spring faculty institute, the keynote speaker discussed the need for training students in persistence and developing growth mindset. This provided an opportunity to publicly highlight the accelerated program emphasis on developing 21st century skills along with mathematical fluency. The question of scaling was brought up. Various venues including brown bag lunch sessions were brought up and discussed.

The student support services which includes tutoring and advising continues to work directly with the math and English faculty and instructional counselors.

Accelerated college algebra continues to be offered as dual credit through the Access to Algebra Program. The program is well-established among the P-12 community.

The advising guide sheet for the accelerated program continues to be modified and disseminated to faculty and advisors throughout the University.

4. Academic support systems used for students in corequisite coursework and advising processes used for students in corequisite courses.

We continue to use instructional counselors as co-teachers. The ICs attend all the classes they co-teach and provide additional tutoring and mentorship outside of class.

Quality Enhancement Plan: “Learning that Works”